1. Please rate Objective 5.1 from 1 to 4:
The school establishes and maintains a clearly defined and comprehensive student assessment system.
| | | | | | | (%) | 0 | 47 | 40 | 13 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 15 |
2.
5.1.1 Which Performance Level statement best matches your school?
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| | 4 School personnel maintain and consistently use a comprehensive assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. |
| | | 2 (13%) | |
|
|
| | 3 School personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. |
| | | 7 (47%) | |
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|
| | 2 School personnel use an assessment system that produces data from multiple assessment measures about student learning and school performance. |
| | | 5 (33%) | |
|
|
| | 1 School personnel maintain an assessment system that produces data from assessment measures about student learning and school performance. |
| | | 1 (7%) | |
|
|
Total: 15 |
3.
5.1.2 Which Performance Level statement best matches your school?
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| | 4 The system ensures consistent measurement across all classrooms and courses. |
| | | 1 (7%) | |
|
|
| | 3 The system ensures consistent measurement across classrooms and courses. |
| | | 8 (53%) | |
|
|
| | 2 The system generally provides consistent measurement across classrooms and courses. |
| | | 5 (33%) | |
|
|
| | 1 The system provides a limited degree of consistent measurement across classrooms and courses. |
| | | 1 (7%) | |
|
|
Total: 15 |
4.
5.1.3 Which Performance Level statement best matches your school?
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| | 4 All assessments are proven reliable and bias free. |
| | | 1 (7%) | |
|
|
| | 3 Most assessments, especially those related to student learning, are proven reliable and bias free. |
| | | 10 (67%) | |
|
|
| | 2 Some assessments, especially those related to student learning, are proven reliable and bias free. |
| | | 3 (20%) | |
|
|
| | 1 Assessments are seldom proven reliable and bias free. |
| | | 1 (7%) | |
|
|
Total: 15 |
5.
5.1.4 Which Performance Level statement best matches your school?
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| | 4 The system is regularly and systematically evaluated for reliability and effectiveness in improving instruction, student learning and the conditions that support learning. |
| | | 1 (7%) | |
|
|
| | 3 The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning and the conditions that support learning. |
| | | 7 (47%) | |
|
|
| | 2 The system is evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. |
| | | 7 (47%) | |
|
|
| | 1 The system is rarely or never evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. |
| | | 0 (0%) | |
|
|
Total: 15 |
6. Advanced-Ed offers the items below as Possible Evidence for standard 5.1: The school establishes and maintains a clearly defined and comprehensive student assessment system. Please write your suggestions for evidence.
Brief description of student assessment system including range of data produced from standardized and local assessments on student learning and school performance
Evidence that assessments are reliable and bias free
Documentation or description of evaluation tools/protocols
Survey results
|
| | The results of weekly or by weekly,Semi quarterly, quarterly and end of semester exam and also the result of slo pre and post tests, and the Map tests |
| | | 1 (20%) | |
|
|
| | Evidenced through MAP testong, OGT, SLO, WebXams Advisory Committees - input |
| | | 1 (20%) | |
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|
| | |
| | | 1 (20%) | |
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|
| | Evidence that assessments are reliable and bias free |
| | | 1 (20%) | |
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|
| | Evidence that assessments are reliable and bias free |
| | | 1 (20%) | |
|
|
Total: 5 |
7. Please rate Objective 5.2 from 1 to 4:
Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation and organizational conditions.
| | | | | | | (%) | 0 | 33 | 47 | 20 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 15 |
8.
5.2.1 Which Performance Level statement best matches your school?
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| | 4 Systematic processes and procedures for collecting, analyzing and applying learning from all data sources are documented and used consistently by professional and support staff. |
| | | 2 (13%) | |
|
|
| | 3 Systematic processes and procedures for collecting, analyzing and applying learning from multiple data sources are used consistently by professional and support staff. |
| | | 8 (53%) | |
|
|
| | 2 Some processes and procedures for collecting, analyzing and applying learning from data sources are used by professional and support staff. |
| | | 5 (33%) | |
|
|
| | 1 Few or no processes and procedures for collecting, analyzing and applying learning from data sources are used by professional and support staff. |
| | | 0 (0%) | |
|
|
Total: 15 |
9.
5.2.2 Which Performance Level statement best matches your school?
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| | 4 Data sources include comparison and trend data that provide a comprehensive and complete picture of student learning, instruction, the effectiveness of programs and the conditions that support learning. |
| | | 1 (7%) | |
|
|
| | 3 Data sources include comparison and trend data that provide a complete picture of student learning, instruction, the effectiveness of programs and the conditions that support learning. |
| | | 11 (73%) | |
|
|
| | 2 Data sources include limited comparison and trend data about student learning, instruction, the effectiveness of programs and organizational conditions. |
| | | 2 (13%) | |
|
|
| | 1 Data sources include little or no comparison and trend data about student learning, instruction, the effectiveness of programs and organizational conditions. |
| | | 1 (7%) | |
|
|
Total: 15 |
10.
5.2.3 Which Performance Level statement best matches your school?
|
| | 4 All school personnel use data to design, implement and evaluate continuous improvement plans to improve student learning, instruction, the effectiveness of programs and organizational conditions. |
| | | 2 (13%) | |
|
|
| | 3 School personnel use data to design, implement and evaluate continuous improvement plans to improve student learning, instruction, the effectiveness of programs and organizational conditions. |
| | | 9 (60%) | |
|
|
| | 2 School personnel use data to design, implement and evaluate continuous improvement plans. |
| | | 4 (27%) | |
|
|
| | 1 School personnel rarely use data to design and implement continuous improvement plans. |
| | | 0 (0%) | |
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|
Total: 15 |
11. Advanced-Ed offers the items below as Possible Evidence for standard 5.2: Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation and organizational conditions. Please write your suggestions for evidence.
Written protocols and procedures for data collection and analysis
List of data sources related to student learning, instruction, program effectiveness and conditions that support learning
Examples of use of data to design, implement and evaluate continuous improvement plans and apply learning
Survey results
|
| | Academic tutoring, SLO, OGT tutoring, EMIS |
| | | 1 (25%) | |
|
|
| | |
| | | 1 (25%) | |
|
|
| | Written protocols and procedures for data collection and analysis
List of data sources related to student learning, instruction, program effectiveness and conditions that support learning
Examples of use of data to design, implement and evaluate continuous improvement plans and apply learning |
| | | 1 (25%) | |
|
|
| | List of data sources related to student learning, instruction, program effectiveness and conditions that support learning |
| | | 1 (25%) | |
|
|
Total: 4 |
12. Please rate Objective 5.3 from 1 to 4:
Professional and support staff are trained in the evaluation, interpretation and use of data.
| | | | | | | (%) | 7 | 40 | 40 | 13 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 15 |
13.
5.3.1 Which Performance Level statement best matches your school?
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| | 4 All professional and support staff members are regularly and systematically assessed and trained in a rigorous, individualized professional development program related to the evaluation, interpretation and use of data. |
| | | 2 (13%) | |
|
|
| | 3 All professional and support staff members are assessed and trained in a rigorous professional development program related to the evaluation, interpretation and use of data. |
| | | 5 (33%) | |
|
|
| | 2 Most professional and support staff members are assessed and trained in a professional development program related to the evaluation, interpretation and use of data. |
| | | 7 (47%) | |
|
|
| | 1 Few or no professional and support staff members are trained in the evaluation, interpretation and use of data. |
| | | 1 (7%) | |
|
|
Total: 15 |
14. Advanced-Ed offers the items below as Possible Evidence for standard 5.3: Professional and support staff are trained in the evaluation, interpretation and use of data. Please write your suggestions for evidence.
Training materials specific to the evaluation, interpretation and use of data
Documentation of attendance and training related to data use
Professional learning schedule specific to the use of data
Policies specific to data training
Survey results
|
| | Professional development opportunities, training |
| | | 1 (25%) | |
|
|
| | |
| | | 1 (25%) | |
|
|
| | Training materials specific to the evaluation, interpretation and use of data
Documentation of attendance and training related to data use
Professional learning schedule specific to the use of data |
| | | 1 (25%) | |
|
|
| | Professional learning schedule specific to the use of data |
| | | 1 (25%) | |
|
|
Total: 4 |
15. Please rate Objective 5.4 from 1 to 4:
The school engages in a continuous process to determine verifiable improvement in student learning, including readiness and success at the next level.
| | | | | | | (%) | 0 | 47 | 47 | 7 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 15 |
16.
5.4.1 Which Performance Level statement best matches your school?
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| | 4 Policies and procedures clearly define and describe a process for analyzing data that determine verifiable improvement in student learning including readiness for and success at the next level. |
| | | 2 (13%) | |
|
|
| | 3 Policies and procedures describe a process for analyzing data that determine verifiable improvement in student learning, including readiness for and success at the next level. |
| | | 5 (33%) | |
|
|
| | 2 A process exists for analyzing data that determine improvement in student learning, including readiness for and success at the next level. |
| | | 8 (53%) | |
|
|
| | 1 An incomplete or no process exists for analyzing data that determine improvement in student learning, including readiness for and success at the next level. |
| | | 0 (0%) | |
|
|
Total: 15 |
17.
5.4.2 Which Performance Level statement best matches your school?
4 Results indicate significant improvement, and school personnel systematically and consistently use these results to design, implement and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.
3 Results indicate improvement, and school personnel consistently use these results to design, implement and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.
2 Results indicate mixed levels of improvement, and school personnel sometimes use these results to design, implement and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.
1 Results indicate no improvement, and school personnel rarely use results to design and implement continuous improvement action plans related to student learning, including readiness for and success at the next level.
|
| | 4 |
| | | 1 (7%) | |
|
|
| | 3 |
| | | 4 (27%) | |
|
|
| | 2 |
| | | 10 (67%) | |
|
|
| | 1 |
| | | 0 (0%) | |
|
|
Total: 15 |
18. Advanced-Ed offers the items below as Possible Evidence for standard 5.4: The school engages in a continuous process to determine verifiable improvement in student learning, including readiness and success at the next level. Please write your suggestions for evidence.
Description of process for analyzing data to determine verifiable improvement in student learning
Agendas, minutes of meetings related to analysis of data
Evidence of student growth
Evidence of student readiness for the next level
Evidence of student success at the next level
Examples of use of results to evaluate continuous improvement action plans
Student surveys
|
| | Growth shown through SLO, WebXams |
| | | 1 (25%) | |
|
|
| | |
| | | 1 (25%) | |
|
|
| | Description of process for analyzing data to determine verifiable improvement in student learning
Agendas, minutes of meetings related to analysis of data
Evidence of student growth
Evidence of student readiness for the next level
Evidence of student success at the next level
Examples of use of results to evaluate continuous improvement action plans |
| | | 1 (25%) | |
|
|
| | Evidence of student growth |
| | | 1 (25%) | |
|
|
Total: 4 |
19. Please rate Objective 5.5 from 1 to 4:
Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals to stakeholders.
| | | | | | | (%) | 0 | 60 | 27 | 13 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 15 |
20.
5.5.1 Which Performance Level statement best matches your school?
|
| | 4 Leaders monitor comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals. |
| | | 1 (7%) | |
|
|
| | 3 Leaders monitor comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals. |
| | | 4 (27%) | |
|
|
| | 2 Leaders monitor information about student learning, conditions that support student learning and the achievement of school improvement goals. |
| | | 10 (67%) | |
|
|
| | 1 Leaders monitor some information about student learning, conditions that support student learning and the achievement of school improvement goals. |
| | | 0 (0%) | |
|
|
Total: 15 |
21.
5.5.2 Which Performance Level statement best matches your school?
|
| | 4 Leaders regularly communicate results using multiple delivery methods and in appropriate degrees of sophistication for all stakeholder groups. |
| | | 2 (13%) | |
|
|
| | 3 Leaders regularly communicate results using multiple delivery methods to all stakeholder groups. |
| | | 7 (47%) | |
|
|
| | 2 Leaders communicate results to all stakeholder groups. |
| | | 6 (40%) | |
|
|
| | 1 Leaders sometimes communicate results to stakeholders. |
| | | 0 (0%) | |
|
|
Total: 15 |
22. Advanced-Ed offers the items below as Possible Evidence for standard 5.5: Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals to stakeholders. Please write your suggestions for evidence.
School leadership monitoring process of information about student learning, conditions that support learning and the achievement of school improvement goals
Communication plan regarding student learning, conditions that support learning and achievement of school improvement goals to stakeholders
Samples communications to stakeholders regarding student learning, conditions that support learning and achievement of school improvement goals
Executive summaries of student learning reports to stakeholder groups
Minutes of board meetings regarding achievement of student learning goals
Survey results
|
| | OGT Results, SLO results |
| | | 1 (25%) | |
|
|
| | |
| | | 1 (25%) | |
|
|
| | Communication plan regarding student learning, conditions that support learning and achievement of school improvement goals to stakeholders
Samples communications to stakeholders regarding student learning, conditions that support learning and achievement of school improvement goals Minutes of board meetings regarding achievement of student learning goals
|
| | | 1 (25%) | |
|
|
| | Communication plan regarding student learning, conditions that support learning and achievement of school improvement goals to stakeholders |
| | | 1 (25%) | |
|
|
Total: 4 |
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